<![CDATA[This study aims to formulate a management-based educational implementation model oriented toward the development of individual potential among elementary school students. The study employed a literature review method with a descriptive qualitative approach. Data sources consisted of relevant scientific journal articles and methodological books addressing educational management, school leadership, differentiated instruction, student agency, assessment, and student potential development. Data were analyzed through identification, selection, categorization, content analysis, and synthesis of findings from various studies. The results identified five major components of management-based educational implementation: (1) mapping students’ potential as the basis for educational planning, (2) school leadership as a driver of potential development, (3) differentiated instruction as a strategy for developing individual potential, (4) active student involvement through student agency, and (5) continuous assessment as a basis for evaluation and improvement. These five components are interconnected and require support from teacher competence, school resources, an inclusive educational culture, and collaboration with families. The proposed model positions students at the center of educational implementation, while school management functions as the direction-setter, driver, and controller of the potential development process. Therefore, management-based educational implementation needs to move beyond an administrative orientation toward an adaptive, data-informed, participatory, and development-oriented system that supports both the academic and non-academic growth of every student.]]>
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